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Matt Renwick

Student Engagement and Closing the Opportunity Gap - Reading By Example - 43 views

    How do we rethink schools today in order to prepare students for an unknown tomorrow?
victoria waddle

University students are struggling to read entire books | Education | News | The Indepe... - 46 views

  • Chantelle Francis, Academic and Inclusions Officer for the Sheffield University English Society, said: “I would argue that it is the time constraints that students struggle with as opposed to the actual material in most cases. I’m sure that if students had longer to read a text, they’d likely understand it better, because they’ve had more time to engage with it and appreciate it. But to suggest that students’ attention spans are low or that we are of insufficient ability is unfair.”

Educational Leadership:Teaching Screenagers:Too Dumb for Complex Texts? - 71 views

  • Willingness to Probe
  • readers may need to sit down with them for several hours of concentration.
  • hey insert a hesitant question before moving on.
  • ...8 more annotations...
  • That willingness to pause and probe is essential, but the dispositions of digital reading run otherwise. Fast skimming is the way of the screen. B
  • they have grooved for many years a reading habit that races through texts, as is the case with texting, e-mail, Twitter, and other exchanges, 18-year-olds will have difficulty suddenly downshifting when faced with a long modernist poem.
  • They are deep and semiconscious behaviors that are difficult to change except through the diligent exercise of other reading behaviors.
  • Texts like this one are too complex to allow for rapid exit and reentry. They often originate in faraway times and places and discuss ideas and realities entirely unfamiliar to the modern teenager. To comprehend what they say requires a suspension of present concerns.
  • Finally, the comprehension of complex texts depends on a receptive posture in readers. They have to finish the labor of understanding before they talk back, and complex texts delay the reaction for hours and days.
  • Digital communications, on the other hand, especially those in the Web 2.0 grain, encourage quick response.
  • Complex texts aren't so easily judged. Often they force adolescents to confront the inferiority of their learning, the narrowness of their experience, and they recoil when they should succumb.
  • reserve a crucial place for unwired, unplugged, and unconnected learning. One hour a day of slow reading with print matter, an occasional research assignment completed without Google—any such practices that slow down and intensify the reading of complex texts will help.

Teacher Resources, Children's Books, Student Activities for Teachers | - 28 views

    Scholastic is filled with not only amazing books for families and educators but they have great lessons as well!
Glenn Hervieux

Unite for Literacy library - 24 views

    Unite for Literacy is a project that provides online books that include audio in multiple languages and ASL videos, celebrating different cultures and providing language support for English Language Learners. Wonderful project!
Sean Nash

Aligning Philosophy and Practice - nashworld - 33 views

    One of my foundational rules of classroom engagement is simply this: never be the first one to open your mouth and start talking about any topic. Twenty years in the classroom taught me that one. Never assume. Never take prior knowledge for granted. Listen first, then act. Never presume to know what the students in front of you are capable of. They'll show you if you are bold enough to listen.

Reading Between The Lives on Vimeo - 33 views

    Video about reading strategies in college. By Student Voices at Chabot CC in Cal.

Don't Crush Reading Motivation - Education Week - 47 views

    Teachers should embrace the idea of students choosing their own books, even if they are too hard, Barbara C. Wheatley says.
Sharin Tebo

5 Reasons Why Reading Conferences Matter - Especially in High School English | Three Te... - 56 views

  • Reading Conferences
  • Every child needs one-on-one conversations with an adult as often as possible.
  • One way to show our adolescent students that we care is to talk with them. And face-to-face conversations about books and reading is a pretty safe way to do so, not to mention that we model authentic conversations about reading when we do.
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  • The more we grow in empathy, the better relationship we’ll have with our friends, our families and all other people we associate with — at least the idealist in me will cling to that hope as I continue to talk to students about books and reading.
  • circles about engagement.
      • Try questions like:

        • How’s it going? (Thanks, Carl Anderson)
        • Why did you choose this book?
        • Do you know anyone else who has read this book? What’d she think?
        • How’d you find the time to read this week?
        • What’s standing in the way of your reading time?
  • when I take the time to talk to each student individually, and reinforce the skill in a quick chat, the application of that skill some how seeps into their brains much deeper.
      • Try questions like:

        • What character reminds you of yourself or someone you know?
        • What part of the story is the most similar/different to your life?
        • Why do you think the author makes that happen in the book?
        • What does he want us to learn about life?
        • How does this story/character/conflict/event make you think about life differently?
      • Try questions like:

        • Tell me about _____ that we learned in class today. How does that relate to your book/character?
        • Remember when we learned _____, tell me how/where you see that in your book.
        • Think about when we practiced ___, where does the author do that in your book?
        • You’ve improved with ___, how could you use that skill for _______?
  • We must provide opportunities for our students to grow into confident and competent readers and writers in order to handle the rigor and complexity of post high school education and beyond. We must remember to focus on literacy not on the literature
  • We must validate our readers, ask questions that spark confidence, avoid questions that demean or make the student defensive, and at the same time challenge our readers into more complex texts.
      • Try questions like:

        • On a scale of 1 to 10 how complex is this book for you? Why?
        • What do you do when the reading gets difficult?
        • Of all the books you’ve read this year, which was the most challenging? Why?
        • How’s it going finding vocabulary for your personal dictionary?
        • Tell me how you are keeping track of the parallel storyline?
  • I ask students about their confidence levels in our little chats, and they tell me they know they have grown as a readers. This is the best kind of reward.
      • Try questions like:

        • How has your confidence grown as you’ve read this year?
        • What do you think is the one thing we’ve done in class that’s helped you improve so much as a reader?
        • How will the habits you’ve created in class help you in the reading you’ll have to do in college?
        • Why do you think you’ve grown so much as a reader the past few weeks?
        • What’s different for you now in the way you learn than how you learned before?
        • Describe for me the characteristics you have that make you a reader.
  • What kinds of questions work for you in your reading conferences?
Deborah Baillesderr

Commonlit - 63 views

    "COMMONLIT is a collection of poems, short stories, news articles, historical documents, and literature for classrooms."
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